There is a general agreement in the literature and among world languages educators that the use of technology in the teaching of world languages is only natural. In the 21st century students have grown up using internet and other technologies and teachers, who did not grow up with such technology, have developed an understanding of it. These teachers understand that technology application and alignment with basic second language pedagogical principles of Second Language Acquisition (SLA) theories and teaching methods and strategies, based on content and proficiency levels, will help them meet the objectives of teaching and learning a world language. In other words, technology in the world language classroom is a tool that if aligned accordingly to pedagogy and content will advance world language learners’ proficiency in ways that cannot be done otherwise. It is therefore puzzling, as described by van Olphen (2008a), that the American Council on the Teaching of Foreign Languages (ACTFL), the Teachers of English to Speakers of Other Languages (TESOL), and the National Council for Accreditation of Teacher Education (NCATE) national standards for teacher education programs, do not include a specific standard related to teachers’ knowledge on the integration of technology in the teaching of world languages (as cited in AACTE, p.108). Interestingly however, most teacher education programs in higher education required at least three semester hours of a technology-based class, in which world languages teacher candidates have the opportunity to incorporate technology into the teaching of content, and later, in the world languages teaching methods class, use technology as a teaching strategy.
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